Teachers facilitating support for young children experiencing parental separation and divorce

Linda Mahony, Kerryann Walsh, Joanne Lunn, Anne Petriwskyj

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

This paper reports on a study of Australian early childhood teachers’ pedagogical practices with young children experiencing parental separation and divorce. Twenty-one semi-structured interviews and a focus group were conducted to explore the actions of teachers to support young children experiencing parental separation and divorce. A grounded theory approach was used to analyse data. Teachers reported actions that were focussed on constructing emotional, behavioural, and academic support for young children, as well as forming partnerships with parents, school personnel, and community members to assist. Results are discussed in terms of the implications for professional practice.
Original languageEnglish
Pages (from-to)2841-2852
Number of pages11
JournalJournal of Child and Family Studies
Volume24
Issue number10
Early online date05 Dec 2014
DOIs
Publication statusPublished - Oct 2015

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